Preface
Acknowledgments
About the Authors
Introduction: Differentiating With Data for Student Growth and
Achievement
What Is Our Target?
Challenges and Shifts Presented by the Common Core State
Standards
Why Differentiate?
Theaters of the Mind: Learning Systems and the Brain
Learning Systems and Student Growth
Connecting Data to Learning
Using Classroom Data to Plan Differentiated Instructional
Strategies
Targeting Growth for All Students
1. Collecting Data to Create a Positive Classroom Climate
Positive Classroom Connections
Assessing the Learning Environment
Using Feedback
Ritual, Respect, and Cultural History
Differentiating Classroom Climate
Differentiating Celebration and Praise
Summary
2. Collecting Data to Know the Learner
Going With the Flow
Learning Profiles
Different Learning Preferences
Different Intelligences
Student Contracting for Reflective Learning
Gender Differences
Cultural Differences
Pop Culture Differences
21st Century Learners and Technology
Reflections
3. Collecting and Using Assessment Data for Diagnostic Teaching
Diagnostic Teaching
Pre-Assessment
Formative Assessment
Final Assessment
Assessing Our Assessments
Summary
4. Curriculum Approaches for Data Driven Instruction
Curriculum Mapping and Data Driven Instruction
Standards-Based Unit Planning: Sample Math Unit on Data Analysis
and Probability, "The Survey Says . . . ," Grades 3 to 5
Critical Questions for Unit Planning
Pre-Assessing the Learning Gap for Unit Planning
Chunking the Learning
Summary
Other Sample Unit Plans
The Weather Reporter, Grades K to 2
Do You Know Your Rights? Grades 5 to 8
Argumentation Writing--Convince Me! Grades 9 to 12
5. Adjustable Assignments for Differentiated Learning
Options for Differentiated Learning
Adjustable Learning Grids
Adjustable Learning Elements
Flexible Grouping
Differentiating Pairs
Differentiating Small Groups
Summary
6. Instructional Strategies That Increase Student Learning
The Art and Science of Teaching
Memory Processes and the Cognitive Learning System
Differentiating Instructional Strategies
Cooperative Group Learning
Nonlinguistic Representations
Summarizing and Note Taking
Homework and Practice
Recognizing Similarities and Differences/Using Metaphors and
Analogies
Summary
7. Data Driven Lesson Planning for Differentiated Learning
Using Data for Lesson Planning
Essential Elements for Data Driven Lesson Planning
Chunking the Learning for Sample Unit Plans
Summary
Conclusion: Putting It All Together for Student Growth and
Achievement
How Do We Do All This Without Running From the Room Screaming?
What Can We Learn From the Errors and Successes of the Best
Teachers?
What Are the Major Changes With Common Core State Standards?
Why Is It Always About the Student?
References
Index
Gayle H. Gregory is first and foremost a teacher, having
experienced teaching and learning in elementary, middle, and
secondary schools, community colleges, and universities. She has
had extensive district-wide experience as a curriculum consultant
and staff development coordinator. Gayle was principal/course
director at York University for the Faculty of Education, teaching
in the teacher education program.
Her areas of expertise include brain-compatible learning,
differentiated instructional and assessment strategies, block
scheduling, emotional intelligence, student motivation, RTI Tier
One, collaborative learning, common core, renewal of secondary
schools, enhancing teacher quality, coaching and mentoring,
managing change, and building professional learning communities.
She also a trainer for Visible Learning Plus with Corwin.
She is an author of numerous books related to educational
neuroscience and differentiated instruction, assessment, and
curriculum, including the following titles:
• Data Driven Differentiation in the Standards-Based
Classroom, Second Edition (2014, with Lin Kuzmich)
• Differentiated Instructional Strategies: One Size Doesn’t
Fit All, Third Edition (2013, with Carolyn Chapman)
• Differentiated Instructional Strategies Professional
Learning Guide: One Size Doesn’t Fit All, Third Edition (2013)
• Differentiated Literacy Strategies for English Language
Learners, Grades K–6 and Differentiated Literacy Strategies for
English Language Learners, Grades 7–12 (2011, with Amy Burkman)
• Differentiated Instructional Strategies for the Block
Schedule (2010, with Lynne E. Herndon)
• Student Teams That Get Results: Teaching Tools for the
Differentiated Classroom (2009, with Lin Kuzmich)
• Teacher Teams That Get Results: 61 Strategies for Sustaining
and Renewing Professional Learning Communities (2009, with Lin
Kuzmich)
• Differentiated Instructional Strategies for Science, Grades
K–8 (2009, with Elizabeth Hammerman)
• Differentiating Instruction With Style: Aligning Teacher and
Learner Intelligences for Maximum Achievement (2005)
• The Activities for Differentiated Classroom series (2007,
with Carolyn Chapman)
She is affiliated with organizations such as ASCD and Learning
Forward. Her ASCD publication is The Motivated Brain: Improving
Student Attention engagement and Perseverance (2015, with Martha
Kaufeldt).
Gayle consults internationally with teachers, administrators, and
staff developers.
She and her family of two daughters and two granddaughters all
reside in Burlington, Ontario.
Gayle is committed to lifelong learning and professional growth for
herself and others. She may be contacted at
gregorygayle@netscape.net, www.gaylehgregory.com, and
@gaylegregory6.
Lin Kuzmich, of KCS, Inc., is an educational consultant, professor,
and author from Loveland, CO. She served the Thompson School
District in several roles as the assistant superintendent,
executive director of secondary and elementary instruction,
director of professional development, and a building principal. Her
school was named a 2000 winner of the John R. Irwin Award for
Academic Excellence and Improvement. In addition, for the past
decade she has been involved in staff development through several
universities and the Tointon Institute for Educational Change.
Kuzmich is an adjunct professor at both Colorado State University
and University of Northern Colorado. She is a senior consultant for
the International Center for Leadership in Education, has provided
training and consulting to school districts around the country, and
has presented at numerous national conferences.
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